This document discusses the postmethod era of language teaching and informed approaches. It outlines some of the limitations of the theory-practice dichotomy in language education. An enlightened and eclectic approach is proposed that is dynamic, informed by classroom context, and combines various methods and materials. Communicative language teaching is also discussed, with its focus on meaningful use of language, authentic interactions, and learner autonomy. Several CLT-based methods are then outlined, including task-based learning, learner-centered instruction, cooperative learning, and content-based instruction.

1. THE POSTMETHOD ERA:
TOWARDS
INFORMED APPROACHES
La Salle University
School of Education Sciences
BA in Spanish and Foreign Languages
Didactics of EFL
Yamith José Fandiño

2. Content
1. The dysfunction of the theory-practice dichotomy
2. An enlightened, eclectic approach
3. Communicative language teaching (CLT)
4. Other CLT-based methods
THE POSTMETHOD ERA: TOWARDS
INFORMED APPROACHES
5. Reference

3. 1. THE DYSFUNCTION OF THE THEORY-
PRACTICE DICHOTOMY

4. 1. THE DYSFUNCTION OF THE THEORY-
PRACTICE DICHOTOMY
Theory vs. Practice
 Theory (Producer)
Journals and books carry out research, propose hypotheses and establish
methodological applications
 Practice (Consumer)
Classroom teachers accept and follow theoretical guidelines.
 Separation of researchers and teachers // One way communication.
 New perspective= Teachers are researchers in charge of reflecting on
their own practices and helping improve their contexts.

5. 2. AN ENLIGHTENED, ECLECTIC
APPROACH

6. 2. AN ENLIGHTENED, ECLECTIC
APPROACH
 Teacher’s approach (Perspective) (basic principles about language and
language learning) is dynamic and open to change.
 Classroom context is diverse and fluctuating.
 The interaction between teacher’s approach and classroom context
enables the inspiration and innovation of new and better practices,
processes and discourses.
 The continuous inspiration and innovation ignites and illuminates a
teachers’ approach. It becomes:
- Enlighted (informed) as it is designed for specific contexts
- Eclectic (varied) as it has various methods and procedures.

7. 2. AN ENLIGHTENED, ECLECTIC
APPROACH
 An informed and heterogenous combination of tasks,
activities, strategies, exercises, and materials each designed
for different language learners in multiple contexts

8. 3. COMMUNICATIVE LANGUAGE
TEACHING
 1940 ~ 1950: Behaviorism (Language learning as stimulus, response,
reinforcement).
 1960s: Cognitive code (language learning oriented towards information
processing).
 1970s: Affective factors (Language learning mediated by emotional and
internal states)
 1980s: Communication (Language learning focused on social functions and
communicative events)
 1990: Authenticity (Language learning based on real-world simulations

9. 3. COMMUNICATIVE LANGUAGE
TEACHING

10. 3. COMMUNICATIVE LANGUAGE
TEACHING
 Balanced or integrated attention to all of the components of communicative
competence: Receptive skills (listening and reading) and productive skills
(speaking and writing).
 Emphasis on the pragmatic and meaningful use of language and on
authentic and realistic interactions.
 Fluency over accuracy  Use language in unprepared contexts.
 Language learning through their own styles  Learner’s autonomy and
engagement.
 Teachers as facilitators and guides.

11. 3. COMMUNICATIVE LANGUAGE
TEACHING
https://coerll.utexas.edu/methods/
video/mp4/lt/lt-02-04-
communicative.mp4
https://www.youtube.com/w
atch?v=3kRT-rsKxn4

12. COMMUNICATIVE LANGUAGE
TEACHING
Collaborative Learning Interactive Learning
Whole Language education Content-Based instruction
Task-Based instruction Learner- Centered instruction
Lexical approach Multiple intelligences

13. 4. OTHER CLT-BASED METHODS
Task-based language learning
 Meaning first.
 Problem-solving through communication.
 Based on real-world activities.
 Sequence of steps in task completion.
 Target task-what is expected outside class
 Pedagogic task-class task to help practice for target task

14. 4. OTHER CLT-BASED METHODS
Learner-centered language learning
 Meet learners’ needs, styles, goals.
 Students’ self-control (group work, strategy training, etc.)
 Student input is valued as well as their creativity and
innovation.
 Enhance students’ sense of competence & self-worth

15. 4. OTHER CLT-BASED METHODS
Cooperative-based language learning
 Cooperative vs. competitive (individual-based) model of
teaching or learning
 Cooperative vs. Collaborative learning:
- who controls the process?
- social constructivist: Issue of power and autonomy, ownership
of learning.

16. 4. OTHER CLT-BASED METHODS
Interactive-based language learning
 Learning through interaction-importance of negotiation of
meaning.
 Pair work, group work
 Produce language for real purposes
 Long’s interaction hypothesis: Communicative competence is
enhanced when learners interact with each other through
and written discourse.

17. 4. OTHER CLT-BASED METHODS
Whole-based language learning
 The wholeness of language as opposed to fragmented language.
Language is more than sum of its parts
 The interaction and interconnections between oral language and
written language  Integration of skills
 Cooperative, participatory, student-centered classes.
 Interest in social nature of language and authentic & natural
language use Meaning centered courses and programs.

18. 4. OTHER CLT-BASED METHODS
Content-based language learning
 Integration of content learning (science, biology, physical
education) with language teaching aims.
 Language becomes a medium to convey information of
interest and relevance to the learner.
 Theme-based CBLL: It focuses on teaching different topics.
 Sheltered-based CBLL: It focuses on making content
approachable to students.
 Sustained-based CBLL: It teaches on single topic over a
of time.

19. 4. OTHER CLT-BASED METHODS
 Lexical Approach
- Words and word combinations are essential in language
learning.
- Lexis plays a central role in courses.
 Multiple Intelligences
- Work with a number of forms of smartness that students
- Linguistic, Logical-mathematical, Musical, Spatial, Bodily-
Kinesthetic, Naturalist, Interpersonal, Intrapersonal
intelligences.

20. REFERENCE
Brown, D. (2007). Teaching by principles. An interactive approach
to language pedagogy. USA: Pearson Longman.
Chapter 3. The postmethod era. Towards informed approaches.